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Teacher quality
Principal leadership
Parent involvement
Conjeo Open Classroom Leadership Magnet Program is excellent. The principal, teachers, and parents participation is great. My daughter states, she "loves the principal" (Dr. Sellers). I am so happy to be apart of this community and school.
—Submitted by a parent
Its a great school with 2 great programs for all types of children. The parents and teachers are super supportive and the Principal (Dr. Sellers) is amazing.
—Submitted by a parent
EWConejo Elementary School is 1 of a kind. It is home to Conejo Openclassroom Leadership Magnet. Our amazing Principal, Dr. Dena Sellers, creates a successful learning environment for students representing a wide diversity of social & economic experience. It is a place that truly transforms families on their way to the real American dream...education for a whole society.
—Submitted by a parent
Conejo home of the Leader in Me - Leadership Magnet program is stellar! One of the few places intentionally creating an educational environment that is responsive to the real world of children today and preparing them for the demands of the future. Visionary - with phenomenal leadership provided by Principal Sellers and active parental involvement and community engagement. A whole-child, whole person learning community.
—Submitted by a parent
As the parent of a student in the Open Classroom Leadership Magnet at Conejo Elementary, I couldn't be happier with this school. My son has received above-average instruction since kindergarten, and now with the overlay of Stephen Covey's 7 Habits of Highly Effective People as a framework for the school's core values it's like a dream come true. The school has always identified and nurtured each child's special gifts, and now with Covey's Leader in Me program in place, the students will learn how to channel their strengths into leadership skills to last a lifetime. Our family is so blessed to be a part of this learning community.
—Submitted by a parent
Lots of extracurricular activities available. Yard Duty could be more educated on using less authoritarian communication to create a more wholesome environment. Other than that the school seems to be nice.
—Submitted by a parent
In Conejo Elementary s Open Classroom Program, our children flourish as individuals, growing confident and competent academically, socially, and emotionally. Creative teachers make learning an exciting adventure our children will always pursue. Dynamic, interdisciplinary lessons engage their multiple intelligences; while strong teacher/student bonds enhance learning. Our families collaborate as an educational community, enabling one-on-one attention and an intimate understanding of the passions, strengths and weaknesses that motivate each child. Mentoring, dialogue, and cooperative group activities foster personal growth, respect, constructive-communication and team-building skills essential to reaching goals. Our capable Principal is a supportive facilitator and thoughtful decision-maker. Conejo boasts CVUSD s only elementary-level percussion ensemble, a new computer lab, an inviting library, and a diverse student population. My children are achieving academic mastery while learning problem solving, critical thinking, oratory, self-discipline, time management, and self-confidence while honoring their natural curiosity. This balanced education prepares them as responsible citizens and capable, innovative thinkers.
—Submitted by a parent
The teachers do not support students. Its complete chaos.
—Submitted by a parent
I have 2 boys in the Open Classroom program at Conejo and we are amazed at how much they get to experience and how what they've learned stays with them. My oldest son is a GATE student and was in the traditional program last year (due to waiting list for O.C.) and since he has much difficulty 'fitting in the box' he was depressed and sad every day. The Open Classroom has offered him many exciting opportunities to 'shine'. His teachers (2 teachers due to split classrooms) work with him and what he needs. The older kids also mentor the little ones which is great for both ages! I love the teachers and the Principal at this school too.
—Submitted by a parent
Conejo Elementary is wonderful. They have two programs under one roof. The traditional program which serves students from the neighborhood around the school and the 'Open Classroom' program (www.conejoopenclassroom.com) which is offered to anyone in the school district through 'school choice.' Our two daughters attend Open Classroom and we have found it to be a dynamic, progressive program which is truly an educational 'community.' Parents work in the classroom 90 min/week to enable the curriculum to be delivered with real differentiation as opposed to 'one size fits all.' Students learn through a variety of educational strategies including 'theme based' learning, 'hands on' projects, field trips and multi-faceted units that can incorporate art, music and/or drama. Also, students strengthen the life-skills of empathy, problem solving and compassionate communication in a daily discussion group called 'circle'. These skills can't be quantified on standardized tests, but our girls (family) have benefited greatly from them.
—Submitted by a parent
The open classroom part of this school is very good and allow the children to be who they are.
—Submitted by a parent
I would not recommend this school to any parent that is concerned with giving their child a great education, or even a good education. Leadership and teacher quality is extremely poor. The teachers do not really care about child progress. They 'just want to get the work done'. Basically, the administrators and teachers have a bare minimum attitude. Never has my child received any individual attention or resources available to help him learn. The teachers do not pride themselves on academic excellence, thus, the students absolutely suffer as a result. My child has worsened at this school.
—Submitted by a parent
Conejo Elementary has been a pleasant surprise. After all of the negative words I had heard about the school, I realized these comments were all from people that had never actually sent their kids to Conejo. The principle is great and so far I am thrilled with the teachers. They are just as qualified as any other teacher in the Unified School District. I wish more parents would give Conejo a chance.
—Submitted by a parent
Conejo Elementary has the distinction and privilege of not only having the traditional school program, but also offers the Open Classroom program. This is an outstanding program which requires parent involvement, therefore, children receive a great amount of attention. The philosophy is that children learn by experiencing. I feel that my third grade son has received such an enriched education, not available through the traditional school program. The teachers are hand-selected and bring such much abundant knowledge to our kids. I highly recommend Open Classroom.
—Submitted by a parent
Through this school there is a charter school. The charter mandates that parents work 90min/week in each child's classroom. This program is fantastic in that the level of energy generated by the teachers far exceeds that of 'normal' classrooms. Because there is so much parent involvement, the teachers are free to explore many interesting topics. This program is truly refreshing and exciting.
—Submitted by a parent
This is a great school. Teachers are really patient and nice. I went to Conejo Elementary and I have some really great memories. They know how to deal with students who have disciplinary problems but can also challenge talented students.
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
71 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
46 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
72 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
54 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 45% |
| Females | 49% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 41% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 47% |
| English learner | 39% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 51% |
| Females | 51% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 60% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 47% |
| Fluent-English proficient and English only | 60% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 56% |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 35% |
| Females | 39% |
| Males | 32% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 21% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 21% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 33% |
| English learner | 12% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 7% |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 67% |
| Males | 61% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 63% |
| English learner | 50% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 48% |
| Females | 50% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 49% |
| English learner | 14% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 30% |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 50% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 67% |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | 39% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 43% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 46% |
| Females | 55% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 38% |
| Non-economically disadvantaged | 71% |
| Students with disability | n/a |
| Students with no reported disability | 50% |
| English learner | 15% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 40% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 52% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 46% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 50% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 15% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 67% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 57% |
| Females | 69% |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 61% |
| English learner | 25% |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 50% |
| Parent education - high school graduate | 45% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 62% | 49% | ||
| White | 28% | 28% | ||
| African American | 4% | 7% | ||
| Asian | 4% | 8% | ||
| Multiple or No Response | 2% | 3% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 48% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 59% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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280 North Conejo School Road
Thousand Oaks,
CA 91362
Phone: (805) 495-7058
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

